scholarly journals COGNITIVE AND LINGUISTIC SKILLS ASSESSMENT PROTOCOL: ADAPTATION AND VALIDATION FOR EUROPEAN PORTUGUESE

2021 ◽  
Author(s):  
Inês Martins ◽  
◽  
Cristiane Lima Nunes ◽  
Simone Aparecida Capellini ◽  
Graça S. Carvalho ◽  
...  
Keyword(s):  
Visual Processing ◽  
Auditory Processing ◽  
Skills Assessment ◽  
Special Educational Needs ◽  
Mean Values ◽  
Assessment Protocol ◽  
School Year ◽  
European Portuguese ◽  
Linguistic Skills ◽  
The Individual

Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.

IMAGERY AND EMOTIONS IN THE PIANO PIECE „THE SICK DOLL“ FROM CHILDREN’S ALBUM OF P . I TCHAIKOVSKY

2020 ◽  
Vol 11 (1) ◽  
pp. 110-113
Author(s):  
Smilena Smilkova ◽  
Keyword(s):  
At Risk ◽  
Social Work ◽  
Short Story ◽  
Special Educational Needs ◽  
Social Pedagogy ◽  
Sound Image ◽  
The Individual ◽  
The Right ◽  
The University ◽  
Art Pedagogy

The proposed material examines the creative task of students majoring in Social Pedagogy at the University „Prof. Dr. Assen Zlatarov“ in Burgas, and studying the discipline Art Pedagogy – Part 1 – Music. In the course of the lecture course students get acquainted with the elements of musical expression, as a means of figurative representations and impact of music, with different techniques concerning individual musical activities, with the endless and diverse opportunities that music provides in the use of art pedagogy for social work teachers.Verbal interpretation of music is a necessary component when working with children with special educational needs, at risk and in the norm. Looking at Tchaikovsky’s short and extremely figurative piano piece „The Sick Doll“ from his charming „Children’s Album“, in the form of a short story, tale or essay, students express their personal vision, feeling and transformation of the musical image. The aim of the task is to transcribe the sound image into a verbal one. This requires speed, flexibility and logic in thinking, through imagination and creativity in its manifestation. Children love to listen, especially when they are involved. In search of the right way to solve problems and situations, future social educators could successfully benefit from the conversion of sound into words, according to the needs and deficits of the individual or group.

Previously reward-associated sounds interfere with goal-directed auditory processing

2021 ◽  
pp. 174702182199003
Author(s):  
Andy J Kim ◽  
David S Lee ◽  
Brian A Anderson
Keyword(s):  
Visual Processing ◽  
Auditory Processing ◽  
Dichotic Listening ◽  
Auditory Information ◽  
Correct Identification ◽  
Subsequent Test ◽  
Dichotic Listening Task ◽  
Listening Task ◽  
Task Irrelevant ◽  
Visual Domain

Previously reward-associated stimuli have consistently been shown to involuntarily capture attention in the visual domain. Although previously reward-associated but currently task-irrelevant sounds have also been shown to interfere with visual processing, it remains unclear whether such stimuli can interfere with the processing of task-relevant auditory information. To address this question, we modified a dichotic listening task to measure interference from task-irrelevant but previously reward-associated sounds. In a training phase, participants were simultaneously presented with a spoken letter and number in different auditory streams and learned to associate the correct identification of each of three letters with high, low, and no monetary reward, respectively. In a subsequent test phase, participants were again presented with the same auditory stimuli but were instead instructed to report the number while ignoring spoken letters. In both the training and test phases, response time measures demonstrated that attention was biased in favour of the auditory stimulus associated with high value. Our findings demonstrate that attention can be biased towards learned reward cues in the auditory domain, interfering with goal-directed auditory processing.

scholarly journals Development of a Remote Assessment and Dynamic Response Intervention for Dementia-Related Care Needs

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 626-626
Author(s):  
Lyndsey Miller ◽  
Christina Reynolds ◽  
Carol Whitlatch ◽  
Joel Steele ◽  
Jeffrey Kaye
Keyword(s):  
Needs Assessment ◽  
Well Being ◽  
Behavioral Data ◽  
Sleep Habits ◽  
Care Needs ◽  
Assessment Protocol ◽  
Age In Place ◽  
Individual Care ◽  
Remote Assessment ◽  
The Individual

Abstract Unmet dementia-related care needs are highly prevalent, and are detrimental to the care dyad’s health and well-being, safety, and ability to age in place. The goal of this study was to develop an ecologically-valid needs assessment and integrate it with aspects of the SHARE intervention to inform values-based care planning. Using digital behavioral data collected via an actigraphy watch and multimodal sensors installed in the homes of 76 older adult couples with and without dementia, we created a prototype of the objective measures informing READyR: time spent together or separate as a dyad, exits from the home, sleep habits, physical activity, daily weight, driving habits, and medication taking behavior. These digital behavioral data were then mapped onto care values (e.g. safety, avoiding burden & autonomy) to create a values-based needs assessment protocol that is tailored to the individual care dyad. Discussion will focus on future testing and applications of READyR.

An Opinion on the Assessment of People Who May Have an Auditory Processing Disorder

2012 ◽  
Vol 23 (02) ◽  
pp. 097-105 ◽  
Author(s):  
Harvey Dillon ◽  
Sharon Cameron ◽  
Helen Glyde ◽  
Wayne Wilson ◽  
Dani Tomlin
Keyword(s):  
At Risk ◽  
Auditory Processing ◽  
Specific Form ◽  
Test Battery ◽  
Auditory Processing Disorder ◽  
Test Results ◽  
Hierarchical Approach ◽  
Clinical Efficiency ◽  
Impaired Ability ◽  
The Individual

We need to rethink how we assess auditory processing disorder (APD). The current use of test batteries, while necessary and well accepted, is at risk of failing as the size of these batteries increases. To counter the statistical, fatigue, and clinical efficiency problems of large test batteries, we propose a hierarchical approach to APD assessment. This begins with an overall test of listening difficulty in which performance is measurably affected for anyone with an impaired ability to understand speech in difficult listening conditions. It proceeds with a master test battery containing a small number of single tests, each of which assesses a different group of skills necessary for understanding speech in difficult listening conditions. It ends with a detailed test battery, where the individual tests administered from this battery are only those that differentiate the skills assessed by the failed test(s) from the master test battery, so that the specific form of APD can be diagnosed. An example of how hierarchical interpretation of test results could be performed is illustrated using the Listening in Spatialized Noise—Sentences test (LiSN-S). Although consideration of what abilities fall within the realm of auditory processing should remain an important issue for research, we argue that patients will be best served by focusing on whether they have difficulty understanding speech, identifying the specific characteristics of this difficulty, and specifically remediating and/or managing those characteristics.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals Effects of food and sucralfate on a single oral dose of 500 milligrams of levofloxacin in healthy subjects.

1997 ◽  
Vol 41 (10) ◽  
pp. 2196-2200 ◽  
Author(s):  
L J Lee ◽  
B Hafkin ◽  
I D Lee ◽  
J Hoh ◽  
R Dix
Keyword(s):  
Oral Dose ◽  
Healthy Subjects ◽  
High Fat ◽  
Time Curve ◽  
Mean Values ◽  
Treatment Groups ◽  
The Mean ◽  
The Individual ◽  
Individual Profiles ◽  
Fat Meal

The effects of food and sucralfate on the pharmacokinetics of levofloxacin following the administration of a single 500-mg oral dose were investigated in a randomized, three-way crossover study with young healthy subjects (12 males and 12 females). Levofloxacin was administered under three conditions: fasting, fed (immediately after a standardized high-fat breakfast), and fasting with sucralfate given 2 h following the administration of levofloxacin. The concentrations of levofloxacin in plasma and urine were determined by high-pressure liquid chromatography. By noncompartmental methods, the maximum concentration of drug in serum (Cmax), the time to Cmax (Tmax), the area under the concentration-time curve (AUC), half-life (t1/2), clearance (CL/F), renal clearance (CLR), and cumulative amount of levofloxacin in urine (Ae) were estimated. The individual profiles of the drug concentration in plasma showed little difference among the three treatments. The only consistent effect of the coadministration of levofloxacin with a high-fat meal for most subjects was that levofloxacin absorption was delayed and Cmax was slightly reduced (Tmax, 1.0 and 2.0 h for fasting and fed conditions, respectively [P = 0.002]; Cmax, 5.9 +/- 1.3 and 5.1 +/- 0.9 microg/ml [90% confidence interval = 0.79 to 0.94] for fasting and fed conditions, respectively). Sucralfate, which was administered 2 h after the administration of levofloxacin, appeared to have no effect on levofloxacin's disposition compared with that under the fasting condition. Mean values of Cmax and AUC from time zero to infinity were 6.7 +/- 3.2 microg/ml and 47.9 +/- 8.4 microg x h/ml, respectively, following the administration of sucralfate compared to values of 5.9 +/- 1.3 microg/ml and 50.5 +/- 8.1 microg x h/ml, respectively, under fasting conditions. The mean t1/2, CL/F, CLR, and Ae values were similar among all three treatment groups. In conclusion, the absorption of levofloxacin was slightly delayed by food, although the overall bioavailability of levofloxacin following a high-fat meal was not altered. Finally, sucralfate did not alter the disposition of levofloxacin when sucralfate was given 2 h after the administration of the antibacterial agent, thus preventing a potential drug-drug interaction.

scholarly journals ′Education is our daily bread′: Church polyphony, educational processes and the Serbian national identity between 1830 and 1914

Muzikologija ◽  
2007 ◽  
pp. 199-216
Author(s):  
Ivana Perkovic-Radak
Keyword(s):  
19Th Century ◽  
Church Music ◽  
Educational Systems ◽  
School Year ◽  
Educational Processes ◽  
Working Together ◽  
The Individual ◽  
Novi Sad ◽  
The 19Th Century ◽  
Cultural Positioning

Choral church music had different functions in Serbian society of the 19th century. It was a part of many processes or even initiated them itself broadly affecting the sphere of culture. One of its purposes had strong educational and national implications. In this paper I do not study these as musical and historical elements emphasizing existent social tendencies, but rather as processes that generated certain components through church music (both in the educational sense and in the sphere of broader social structures). The early beginnings of church polyphony among Serbs were marked by choirs comprising older members and pupils. For example, members of the Serbian parish in Pest, who started working together in 1835 and sang the complete Divine Liturgy for the first time in 1838, were both pupils and students. In 1841 and 1842 students of Alexandar Morfidis-Nisis in Novi Sad sang in church, while in the same school year Belgrade high school first introduced choral singing. The comparison of the development of educational systems in states inhabited by Serbs in the 19th century is used as the basis for seeing historical and cultural positioning as one role of choral church music. Certain elements of the national program, such as progress comprehension of the nation as a community of individuals, distention of the individual, or the process of socialization were shared by church polyphonic singing. These elements are studied in the context of the development of European and Serbian educational systems, mostly from a historical perspective.

scholarly journals The Use of Genotoxicity Endpoints as Biomarkers of Low Dose Radiation Exposure in Interventional Cardiology

2021 ◽  
Vol 9 ◽  
Author(s):  
Martha Habibi ◽  
Panagiotis K. Karyofyllis ◽  
Aggeliki Nikolakopoulou ◽  
Panagiotis Papagiannis ◽  
Pantelis Karaiskos ◽  
...  
Keyword(s):  
Risk Estimation ◽  
Biological Effects ◽  
Interventional Cardiology ◽  
Mean Values ◽  
Individual Level ◽  
Cardiac Procedures ◽  
Before And After ◽  
Radiation Induced ◽  
The Individual ◽  
Almost All

The effect of the reportedly low ionizing radiation doses, such as those very often delivered to patients in interventional cardiology, remains ambiguous. As interventional cardiac procedures may have a significant impact on total collective effective dose, there are radiation protection concerns for patients and physicians regarding potential late health effects. Given that very low doses (<100 mSv) are expected to be delivered during these procedures, the purpose of this study was to assess the potency and suitability of current genotoxicity biomarkers to detect and quantitate biological effects essential for risk estimation in interventional cardiology. Specifically, the biomarkers γ-H2AX foci, dicentric chromosomes, and micronuclei, which underpin radiation-induced DNA damage, were studied in blood lymphocytes of 25 adult patients before and after interventional cardiac procedures. Even though the mean values of all patients as a group for all three endpoints tested show increased yields relative to baseline following medical exposure, our results demonstrate that only the γ-H2AX biomarker enables detection of statistically significant differences at the individual level (p < 0.001) for almost all patients (91%). Furthermore, 24 h after exposure, residual γ-H2AX foci were still detectable in irradiated lymphocytes. Their decline was found to vary significantly among the individuals and the repair kinetics of γ-H2AX foci was found to range from 25 to 95.6% of their maximum values obtained.

scholarly journals Genetic homozygosity as a marker of smoking dependency

Genetika ◽  
2020 ◽  
Vol 52 (3) ◽  
pp. 1009-1019
Author(s):  
Slavko Brankovic ◽  
Dejan Nikolic ◽  
Dragoslav Marinkovic ◽  
Suzana Cvjeticanin
Keyword(s):  
Cross Sectional Study ◽  
Male Gender ◽  
Sectional Study ◽  
Cross Sectional ◽  
Male And Female ◽  
Mean Values ◽  
Individual Variations ◽  
Significant Difference ◽  
The Mean ◽  
The Individual

The aim of our study was to evaluate the morphogenetic variability as a marker of smoking dependency in adult smokers versus controls and to investigate the presence and the degree of morphogenetic variability difference between male and female smokers versus same gender controls. The cross-sectional study evaluated 241 smokers and 185 nonsmoker individuals as controls. We analyzed 17 homozygous recessive characteristics (HRC). There was a significant difference in the individual variations of 17 HRCs between the controls and smokers (??2=61.400, p<0.001; for females ??2=79.440, p<0.001; for males ??2=84.972, p<0.001). The mean values of HRCs significantly differed between smokers and controls (MV?SEM(Controls) -4.79?0.13, MV?SEM(Smokers) -5.70?0.12; p<0.001). For males, presence of 6/17 (35.29% genetic homozygosity) HRCs (OR=6.12) was to the certain degree predictor for smoking dependency. Higher degree of genetic homozygosity, changed variability and male gender, might be some among potential numerous factors that could have impact on smoking development and dependence.

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